Conference venue: Seville, Spain
https://iated.org/iceri/
Paper abstract:
With the development of information and computer technology (ICT), digital game-mediated teaching is becoming an increasingly popular trend in the field of English Language Teaching (ELT). The interactive design of digital games has been reported to have a positive effect learner motivation and many games have been developed in recent years with an educational purpose. This presentation reports on a project being conducted with The University of Edinburgh and Nosebleed Interactive Ltd, which forms part of a Knowledge Transfer Partnership (KTP) funded by Innovate UK. The grant was awarded to fund the development of a novel web based entertainment platform as an innovative method for teaching English to Chinese children. KTPs are a three-way partnership between supervising academic(s), a recent graduate and a company. The graduate, Sihan Zhou, will provide an overview of the materials that have been designed to date and the academics, Dr. Nicola Galloway and Ruby Rennie, will outline how the game development is informed by academic expertise. The presenters will also provide a brief summary of the main research findings from various research projects conducted by MSc Teaching English to Speakers of Other Languages (TESOL) students at The University of Edinburgh. These research projects, which mainly focused on teachers’ and parents' attitudes towards game-mediated second language education, form part of a large-scale needs analysis to inform the game development. This presentation will be of interest to those interested in the field of digital game-mediated learning, TESOL, and also curriculum innovation. The presentation will explore the various contextual constraints to incorporating the materials into the Chinese primary school context, offering insights for those working in similar contexts.
Keywords: Teaching English to Speakers of Other Languages (TESOL), Digital game based learning, curriculum innovation, Information and Computer Technology (ICT).
The Modern Language Centre at King’s College London offers an ongoing internal Professional Development (CPD) Training Programme for its language teachers across different languages and addressing different career stages. The Programme comprises pedagogical training focused on exposing teachers to new approaches and methodologies in SLA, as well as training on intercultural competence and specific professional skills. The MLC staff is broadly multi-skilled and equipped to face the challenges and opportunities deriving from working and adjusting to a highly differentiate and international student population, presenting specific needs and frameworks.
The Training Programme is organized in different overarching themes, including: working with international students and differentiating pedagogical practice; setting courses and class activities around authentic cultural resources; feedback and assessment. Among those, ‘the international classroom’ has been the focus of a consistent training path, through various departmental events. The international classroom project aims to raise awareness and pedagogical expertise in approaching and teaching a multicultural student body and acting as a cultural mediator.
As well as raising the professional profile and expertise of individual teachers, the ongoing Training Programme aims to create an inclusive and collaborative staff community. A number of workshops offered are indeed staff-led, in order to foster sharing of good practice, peersupport among professionals and enhance reflectivity. Others events involve experts from other departments and external speakers. The variety of learning opportunities contributes to shape a strong professional community where individual members feel positively challenged and empowered. The Training Programme is also a key departmental strategy to comply with the requirements of the Teaching Excellence Framework (TEF), offering MLC teachers an opportunity for further professional accreditation.
Applied linguistics and linguistique appliquéeShona Whyte
The document discusses the history of applied linguistics and linguistique appliquée in France from 1964-2013. It notes that while applied linguistics developed internationally, in France the field split into specialized areas and applied linguistics lasted only about a decade. Three key innovations that helped shape the field included Corder's work on learner errors, Culioli's theory of enunciative operations, and Galisson's establishment of research in teaching French as a foreign language. However, applied linguistics faced challenges being seen as subordinate to other disciplines in France.
Nick Beer: Teacher Training in the 21st Century is CELTA Still Relevanteaquals
CELTA remains highly relevant in teacher training, with over 10,000 teachers completing the course annually in over 70 countries. Employers highly value CELTA qualifications and graduates, seeing them as better organized and prepared teachers. While satisfaction with CELTA is very high, stakeholders provided some suggestions for potential updates, including greater focus on teaching young learners and integrating more digital skills as technology becomes more prevalent in classrooms. CELTA administrators will consider these recommendations as they work to ensure the course continues meeting the needs of diverse candidates and the evolving field of English language teaching.
This document discusses internationalizing the curriculum at Glasgow Caledonian University. It provides context on GCU's internationalization strategy, which aims to embed internationalization across all university activities. It then describes the GLOBAL PERSPECTIVES project, which is researching internationalization of the curriculum at GCU from the perspectives of students, faculty and best practices. Initial findings show that internationalization is seen primarily as international student recruitment rather than developing global competencies in all students. The document advocates for a university-wide approach and flexible support to internationalize curricula through critical reflection and collaboration across disciplines.
Target language interaction at the IWB (EuroCALL)Shona Whyte
Background on iTILT project on IWB for foreign language teaching (http://itilt.eu) and follow-up work on actual interactional opportunities for learners in IWB-mediated activities
IATEFL 2017 - Developing a Sustainable EGAP CoursePeter Levrai
This is the presentation we delivered at IATEFL 2017 discussing the development of an EGAP course based on the United Nation's Sustainable Development Goals
Conference venue: Seville, Spain
https://iated.org/iceri/
Paper abstract:
With the development of information and computer technology (ICT), digital game-mediated teaching is becoming an increasingly popular trend in the field of English Language Teaching (ELT). The interactive design of digital games has been reported to have a positive effect learner motivation and many games have been developed in recent years with an educational purpose. This presentation reports on a project being conducted with The University of Edinburgh and Nosebleed Interactive Ltd, which forms part of a Knowledge Transfer Partnership (KTP) funded by Innovate UK. The grant was awarded to fund the development of a novel web based entertainment platform as an innovative method for teaching English to Chinese children. KTPs are a three-way partnership between supervising academic(s), a recent graduate and a company. The graduate, Sihan Zhou, will provide an overview of the materials that have been designed to date and the academics, Dr. Nicola Galloway and Ruby Rennie, will outline how the game development is informed by academic expertise. The presenters will also provide a brief summary of the main research findings from various research projects conducted by MSc Teaching English to Speakers of Other Languages (TESOL) students at The University of Edinburgh. These research projects, which mainly focused on teachers’ and parents' attitudes towards game-mediated second language education, form part of a large-scale needs analysis to inform the game development. This presentation will be of interest to those interested in the field of digital game-mediated learning, TESOL, and also curriculum innovation. The presentation will explore the various contextual constraints to incorporating the materials into the Chinese primary school context, offering insights for those working in similar contexts.
Keywords: Teaching English to Speakers of Other Languages (TESOL), Digital game based learning, curriculum innovation, Information and Computer Technology (ICT).
The Modern Language Centre at King’s College London offers an ongoing internal Professional Development (CPD) Training Programme for its language teachers across different languages and addressing different career stages. The Programme comprises pedagogical training focused on exposing teachers to new approaches and methodologies in SLA, as well as training on intercultural competence and specific professional skills. The MLC staff is broadly multi-skilled and equipped to face the challenges and opportunities deriving from working and adjusting to a highly differentiate and international student population, presenting specific needs and frameworks.
The Training Programme is organized in different overarching themes, including: working with international students and differentiating pedagogical practice; setting courses and class activities around authentic cultural resources; feedback and assessment. Among those, ‘the international classroom’ has been the focus of a consistent training path, through various departmental events. The international classroom project aims to raise awareness and pedagogical expertise in approaching and teaching a multicultural student body and acting as a cultural mediator.
As well as raising the professional profile and expertise of individual teachers, the ongoing Training Programme aims to create an inclusive and collaborative staff community. A number of workshops offered are indeed staff-led, in order to foster sharing of good practice, peersupport among professionals and enhance reflectivity. Others events involve experts from other departments and external speakers. The variety of learning opportunities contributes to shape a strong professional community where individual members feel positively challenged and empowered. The Training Programme is also a key departmental strategy to comply with the requirements of the Teaching Excellence Framework (TEF), offering MLC teachers an opportunity for further professional accreditation.
Applied linguistics and linguistique appliquéeShona Whyte
The document discusses the history of applied linguistics and linguistique appliquée in France from 1964-2013. It notes that while applied linguistics developed internationally, in France the field split into specialized areas and applied linguistics lasted only about a decade. Three key innovations that helped shape the field included Corder's work on learner errors, Culioli's theory of enunciative operations, and Galisson's establishment of research in teaching French as a foreign language. However, applied linguistics faced challenges being seen as subordinate to other disciplines in France.
Nick Beer: Teacher Training in the 21st Century is CELTA Still Relevanteaquals
CELTA remains highly relevant in teacher training, with over 10,000 teachers completing the course annually in over 70 countries. Employers highly value CELTA qualifications and graduates, seeing them as better organized and prepared teachers. While satisfaction with CELTA is very high, stakeholders provided some suggestions for potential updates, including greater focus on teaching young learners and integrating more digital skills as technology becomes more prevalent in classrooms. CELTA administrators will consider these recommendations as they work to ensure the course continues meeting the needs of diverse candidates and the evolving field of English language teaching.
This document discusses internationalizing the curriculum at Glasgow Caledonian University. It provides context on GCU's internationalization strategy, which aims to embed internationalization across all university activities. It then describes the GLOBAL PERSPECTIVES project, which is researching internationalization of the curriculum at GCU from the perspectives of students, faculty and best practices. Initial findings show that internationalization is seen primarily as international student recruitment rather than developing global competencies in all students. The document advocates for a university-wide approach and flexible support to internationalize curricula through critical reflection and collaboration across disciplines.
Target language interaction at the IWB (EuroCALL)Shona Whyte
Background on iTILT project on IWB for foreign language teaching (http://itilt.eu) and follow-up work on actual interactional opportunities for learners in IWB-mediated activities
IATEFL 2017 - Developing a Sustainable EGAP CoursePeter Levrai
This is the presentation we delivered at IATEFL 2017 discussing the development of an EGAP course based on the United Nation's Sustainable Development Goals
AUDIO-VISUAL RESOURCES IN THE CLASSROOM.pptxbengreenman
This document outlines an English language classroom methodology that incorporates audio-visual resources. It proposes using task-based learning activities to develop students' critical thinking and competencies as dictated by educational law. A variety of teaching methods are recommended, including communicative, constructivist, and task-based approaches, to facilitate language acquisition through speaking, writing, teamwork, and use of audiovisual media. Student progress is assessed through oral communication, reading, writing, self-assessment, and daily work, with evaluation of both the learning process and teaching program. The conclusion emphasizes that audio-visual resources maintain student attention and demonstrate real-world relevance of classroom content.
This document reviews 10 journal articles on using the game-based learning platform Kahoot to enhance students' motivation to learn English as a second language. The studies generally found that Kahoot increased student engagement, participation, enjoyment and academic performance compared to traditional teaching methods. Most of the studies used quantitative methods like surveys, tests and statistical analysis to investigate the impact of Kahoot on motivation, learning and perceptions of using games in the classroom. The reviewed research concluded that gamified learning through Kahoot is an effective way to motivate English language learners.
This document reviews research on using the game-based learning platform Kahoot to motivate students to learn English as a second language. Several studies have found that Kahoot can increase students' focus, participation, and motivation to learn. One study found students who used Kahoot performed better on reading tests compared to those who did not. Another study found undergraduate students generally had positive perceptions of using game strategies like Kahoot in their courses. The review aims to determine how Kahoot can enhance learners' motivation to learn English as a second language based on previous literature.
11.communicative approach an innovative tactic in english language teachingAlexander Decker
The document summarizes challenges with implementing the communicative language teaching (CLT) approach in English language education in Bangladesh. It discusses issues such as lack of teacher training, large class sizes, traditional teaching methods, outdated curriculum and textbooks, lack of English speaking environments, and exam systems that don't evaluate speaking skills. It proposes solutions like improving teacher training, reducing class sizes, developing more innovative and engaging curriculum materials, increasing access to technology, and reforming exam systems to better assess communicative competence. The overall problem is not solely with the CLT approach, but also shortcomings in its implementation in the Bangladeshi education system and related support structures.
Communicative approach an innovative tactic in english language teachingAlexander Decker
The document summarizes challenges with implementing a communicative approach to teaching English in Bangladesh and proposes solutions. It notes that communicative language teaching was introduced in Bangladesh in the 1990s but faced criticism for lacking grammar instruction and translation. However, the document argues that the problem is not solely with the approach, but also with supporting factors like inadequate teacher training, infrastructure, and evaluation systems. It proposes developing the teaching methodology, changing perceptions of teachers and students, using an eclectic method, improving curriculum and evaluation, and providing more teacher training to help make the communicative approach effective.
Language Gardening Practices of English-Medium Instruction Teachers in Higher...Ali Karakaş
This document summarizes a study on the language gardening practices and orientations of English-medium instruction teachers in Turkish higher education. The study examined how content teachers view their students' written and spoken English use, and whether their expectations differ from language teachers. Findings show content teachers prefer standard English in academic writing but are more tolerant of variation in speaking as long as meaning is clear. Language teachers expect stronger conformity to standard English. Overall, the study provides insight into language policy beliefs and practices in Turkish universities that use English as the primary language of instruction.
This document summarizes an in-service training program for 38 elite English teachers from Guangdong, China organized by the Chinese University of Hong Kong. The 3-week residential program aimed to help teachers develop their understanding of the latest English teaching methodologies and enhance their ability to apply theory to practice. The program included workshops on teaching approaches, school visits and classroom observations, curriculum development, and adapting teaching materials. Participants provided positive feedback and the program aimed to expand collaboration between Guangdong and Hong Kong teachers through developing an ongoing professional learning community.
This document discusses the development of an English instructional module for Grade 7 STE learners in La Union National High School. It notes the importance of English competence for education, careers, and global competitiveness. The school's English performance on mastery tests and the national achievement test is moderate, indicating room for improvement. The document reviews literature showing that appropriate instructional materials can positively impact student performance. It then proposes developing an English instructional module to enhance the learners' English skills through content-based instruction.
A Quantitative Inquiry into the Effects of Blended Learning on English Langua...suhailaabdulaziz
The document summarizes a study that investigated Malaysian undergraduates' perceptions of a blended learning approach used in an English for Academic Purposes course. The course utilized a new textbook with online components. A questionnaire was administered to 198 students to understand their views on the appropriateness of the materials for their language needs and proficiency levels, and ability to cater to diverse interests. The findings revealed that students viewed the materials favorably and found the textbook and activities engaging. However, slow internet connectivity was a challenge when using the online components.
An Empirical Study Of How The Learning Attitudes Of College Students Toward E...Cynthia King
The document discusses a study that used the Technology Acceptance Model (TAM) to explore how college students' attitudes towards English e-tutoring websites affect the sustainability of the sites. The study found that most students felt online learning was more convenient and effective than non-internet resources. This suggests website designers should ensure high quality content and address student interface needs to maintain loyalty and support learning.
This document discusses Content and Language Integrated Learning (CLIL), a method of teaching subjects in a foreign language to support both content learning and language acquisition. It proposes using FreeMind mapping software to connect students from different countries in collaborative storytelling projects. This could increase student motivation in CLIL classrooms while also promoting intercultural awareness and language skills like fluency. Possible research questions are posed around measuring the impact of this approach on motivation, cultural understanding, and language development.
The document summarizes highlights from several conferences on teaching English to young learners internationally. It discusses optimal policies for starting English education, challenges in India and China, and innovations in teaching approaches. It also notes how English is spreading globally and becoming a basic skill in many education systems.
This document summarizes a research study that investigated Japanese university students' experiences in English-medium content courses. The study used qualitative methods such as observations, interviews, surveys and document analysis. Key findings included:
1) Students found understanding course content, especially lectures, very challenging due to factors like speech rate and technical vocabulary.
2) Students used various strategies to increase comprehension, such as outlining chapters before class and discussing content with peers.
3) Students showed a preference for prepared outlines and pre/post-class peer discussions to better understand course material delivered in English.
The results provide guidance for those involved in designing and teaching content courses in a foreign language, especially regarding supporting student comprehension.
A Survey On College Students Attitudes Toward English E-Tutoring WebsitesAmy Cernava
1. The document discusses a survey of college students' attitudes toward English e-tutoring websites. It finds that most students believe e-tutoring provides greater convenience than offline alternatives, and that website designers should ensure high quality content and an intuitive interface.
2. The global market for English learning is growing rapidly due to increased demand for English skills in business. E-learning is becoming more prevalent, especially in large countries like China, India, and the US.
3. The study examined college students' perceptions of using the internet and e-tutoring sites to prepare for the TOEIC (Test of English for International Communication) exam.
Using Computer Assisted Language Learning for English Language Teaching An Ad...ijtsrd
In this modern era of information and technology, CALL is widely regarded as a technique for language teaching and learning. When it comes to learning languages, computers are increasingly being used to aid in the teaching and learning process, particularly for English language teaching ELT . This is known as computer assisted language learning. Using CALL can be more productive in language teaching and learning. When it comes to teaching and learning, ICT is commonly regarded as a tool, but there are still a number of problems with effectively using CALL. Nevertheless, a certain level of sensitivity and knowledge of how the program might be utilised effectively is required for its incorporation into language training via CALL. The goal of this research is to examine the impact of computer assisted language learning in the context of English language teaching and learning, specifically the types of activities that are more likely to be successful. There is an outline of how computers have evolved in the classroom. Discussing the benefits and drawbacks of using CALL in the classroom will be done. Moving forward, this paper will cover a variety of computer based learning activities for English language training with a focus on CALL, the future of CALL, and how it might be further developed in the context of todays rapidly expanding technological landscape. This article will also discuss the complexity of CALL and its adaptive approach with respect to individuals understanding, as well as the contribution of CALL and its success in teaching English and aiding language learning. Amir "Using Computer Assisted Language Learning for English Language Teaching: An Adaptive Approach with its Current Development" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-2 , February 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49398.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/49398/using-computer-assisted-language-learning-for-english-language-teaching-an-adaptive-approach-with-its-current-development/amir
Autonomous Learners' Communication in Practice: Single and Dual Language Virt...engedukamall
Hagley, E. (2014, September). Autonomous Learners' Communication in Practice: Single and Dual Language Virtual Exchange. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
There are many reasons people choose to learn a foreign language. Chief among
them is to communicate with people from other countries. The U.S in particular,
but also many other countries, are putting considerable effort into linking their
students with students in other countries so they can communicate using the
power of the Internet. By doing so they are breaking down cultural and social
barriers that impede communication and mutual understanding, which are the
building blocks of successful economic development and peace. The English
language, in particular, gives learners the opportunity to participate in online
exchanges, as it is the language which is generally spoken around the world.
However, autonomous learners often can't safely find others who want to practice
with them. Of course there are options available such as Facebook and Skype but
these can be problematic, with privacy and safety issues abounding. Language
teachers want to offer their students a safe and reliable place to use their English
in real world situations, not just with classmates, but with people from other
countries too. How can they do this? With the advent of the WWW it is much
easier to accomplish.
This presentation will outline two means of opening up the standard classroom to
the world and giving autonomous learners the ability to use the language they
are studying in a number of real world settings. The first method is via Single
Language Virtual Exchange (SLVE). This is where all students participating in the
exchange are English as a Foreign Language (EFL) students and thus learn English
only. They use it to interact with students in other countries who are also
studying EFL. Examples outlined in this presentation include students in Japan
collaborating with students in Vietnam and Colombia. The model used, the many
benefits, along with some problems and a number of outcomes of the exchanges,
will be presented and discussed.
The second means of Telecollaboration to be described is the Dual Language
Virtual Exchange (DLVE). EFL students in Japan work on projects with Japanese as a Foreign Language (JFL) students in the U.S and Australia. This type of exchange
could, of course, be used in the respective countries with Korean or Chinese as a
Foreign Language students too. As with SLVE, DLVE has both benefits and
limitations, which will also be discussed.
First presentation: Empowering Young Voices in the CommunityJulianaNempequeMurci
This research proposal aims to empower the voices of 10th grade students at Consolata Bilingual School in Bucaramanga, Colombia through integrating genre pedagogy principles and youth participatory action research (YPAR) workshops into their argumentative writing curriculum. The problem is that young voices are not visible in their community and students have low interest in argumentative writing skills. The main objective is to strengthen students' argumentative writing voices through workshops over 3 cycles that teach genre principles and guide students through the YPAR process of identifying issues, designing research, analyzing data, and advocating for change. Data collection methods include interviews, observations, and analyzing students' written work. The proposal outlines the literature review, methodology, workshop timeline
KTP learning lunch: Digital Game-based Learning for Young LearnersRuby Rennie
This document outlines a Knowledge Transfer Partnership between The University of Edinburgh and Nosebleed Interactive to develop a digital game-based learning platform for teaching English to young learners in China. It discusses the background and goals of the project, planning processes, and anticipated benefits. The project aims to apply educational research to create engaging materials that improve English acquisition while addressing a lack of qualified teachers. It is expected to generate academic publications, income, and research opportunities for students while also creating jobs and providing social benefits through the educational platform.
This document discusses blended learning for language learning. It introduces key concepts in online and blended learning like terminology, planning learning, finding and evaluating materials, and creating materials. It emphasizes focusing on learners, exploring different models for planning, and using systematic evaluation methods. The document provides examples and resources to illustrate different aspects of blended language learning.
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This document reviews 10 journal articles on using the game-based learning platform Kahoot to enhance students' motivation to learn English as a second language. The studies generally found that Kahoot increased student engagement, participation, enjoyment and academic performance compared to traditional teaching methods. Most of the studies used quantitative methods like surveys, tests and statistical analysis to investigate the impact of Kahoot on motivation, learning and perceptions of using games in the classroom. The reviewed research concluded that gamified learning through Kahoot is an effective way to motivate English language learners.
This document reviews research on using the game-based learning platform Kahoot to motivate students to learn English as a second language. Several studies have found that Kahoot can increase students' focus, participation, and motivation to learn. One study found students who used Kahoot performed better on reading tests compared to those who did not. Another study found undergraduate students generally had positive perceptions of using game strategies like Kahoot in their courses. The review aims to determine how Kahoot can enhance learners' motivation to learn English as a second language based on previous literature.
11.communicative approach an innovative tactic in english language teachingAlexander Decker
The document summarizes challenges with implementing the communicative language teaching (CLT) approach in English language education in Bangladesh. It discusses issues such as lack of teacher training, large class sizes, traditional teaching methods, outdated curriculum and textbooks, lack of English speaking environments, and exam systems that don't evaluate speaking skills. It proposes solutions like improving teacher training, reducing class sizes, developing more innovative and engaging curriculum materials, increasing access to technology, and reforming exam systems to better assess communicative competence. The overall problem is not solely with the CLT approach, but also shortcomings in its implementation in the Bangladeshi education system and related support structures.
Communicative approach an innovative tactic in english language teachingAlexander Decker
The document summarizes challenges with implementing a communicative approach to teaching English in Bangladesh and proposes solutions. It notes that communicative language teaching was introduced in Bangladesh in the 1990s but faced criticism for lacking grammar instruction and translation. However, the document argues that the problem is not solely with the approach, but also with supporting factors like inadequate teacher training, infrastructure, and evaluation systems. It proposes developing the teaching methodology, changing perceptions of teachers and students, using an eclectic method, improving curriculum and evaluation, and providing more teacher training to help make the communicative approach effective.
Language Gardening Practices of English-Medium Instruction Teachers in Higher...Ali Karakaş
This document summarizes a study on the language gardening practices and orientations of English-medium instruction teachers in Turkish higher education. The study examined how content teachers view their students' written and spoken English use, and whether their expectations differ from language teachers. Findings show content teachers prefer standard English in academic writing but are more tolerant of variation in speaking as long as meaning is clear. Language teachers expect stronger conformity to standard English. Overall, the study provides insight into language policy beliefs and practices in Turkish universities that use English as the primary language of instruction.
This document summarizes an in-service training program for 38 elite English teachers from Guangdong, China organized by the Chinese University of Hong Kong. The 3-week residential program aimed to help teachers develop their understanding of the latest English teaching methodologies and enhance their ability to apply theory to practice. The program included workshops on teaching approaches, school visits and classroom observations, curriculum development, and adapting teaching materials. Participants provided positive feedback and the program aimed to expand collaboration between Guangdong and Hong Kong teachers through developing an ongoing professional learning community.
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This document discusses Content and Language Integrated Learning (CLIL), a method of teaching subjects in a foreign language to support both content learning and language acquisition. It proposes using FreeMind mapping software to connect students from different countries in collaborative storytelling projects. This could increase student motivation in CLIL classrooms while also promoting intercultural awareness and language skills like fluency. Possible research questions are posed around measuring the impact of this approach on motivation, cultural understanding, and language development.
The document summarizes highlights from several conferences on teaching English to young learners internationally. It discusses optimal policies for starting English education, challenges in India and China, and innovations in teaching approaches. It also notes how English is spreading globally and becoming a basic skill in many education systems.
This document summarizes a research study that investigated Japanese university students' experiences in English-medium content courses. The study used qualitative methods such as observations, interviews, surveys and document analysis. Key findings included:
1) Students found understanding course content, especially lectures, very challenging due to factors like speech rate and technical vocabulary.
2) Students used various strategies to increase comprehension, such as outlining chapters before class and discussing content with peers.
3) Students showed a preference for prepared outlines and pre/post-class peer discussions to better understand course material delivered in English.
The results provide guidance for those involved in designing and teaching content courses in a foreign language, especially regarding supporting student comprehension.
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1. The document discusses a survey of college students' attitudes toward English e-tutoring websites. It finds that most students believe e-tutoring provides greater convenience than offline alternatives, and that website designers should ensure high quality content and an intuitive interface.
2. The global market for English learning is growing rapidly due to increased demand for English skills in business. E-learning is becoming more prevalent, especially in large countries like China, India, and the US.
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Autonomous Learners' Communication in Practice: Single and Dual Language Virt...engedukamall
Hagley, E. (2014, September). Autonomous Learners' Communication in Practice: Single and Dual Language Virtual Exchange. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
There are many reasons people choose to learn a foreign language. Chief among
them is to communicate with people from other countries. The U.S in particular,
but also many other countries, are putting considerable effort into linking their
students with students in other countries so they can communicate using the
power of the Internet. By doing so they are breaking down cultural and social
barriers that impede communication and mutual understanding, which are the
building blocks of successful economic development and peace. The English
language, in particular, gives learners the opportunity to participate in online
exchanges, as it is the language which is generally spoken around the world.
However, autonomous learners often can't safely find others who want to practice
with them. Of course there are options available such as Facebook and Skype but
these can be problematic, with privacy and safety issues abounding. Language
teachers want to offer their students a safe and reliable place to use their English
in real world situations, not just with classmates, but with people from other
countries too. How can they do this? With the advent of the WWW it is much
easier to accomplish.
This presentation will outline two means of opening up the standard classroom to
the world and giving autonomous learners the ability to use the language they
are studying in a number of real world settings. The first method is via Single
Language Virtual Exchange (SLVE). This is where all students participating in the
exchange are English as a Foreign Language (EFL) students and thus learn English
only. They use it to interact with students in other countries who are also
studying EFL. Examples outlined in this presentation include students in Japan
collaborating with students in Vietnam and Colombia. The model used, the many
benefits, along with some problems and a number of outcomes of the exchanges,
will be presented and discussed.
The second means of Telecollaboration to be described is the Dual Language
Virtual Exchange (DLVE). EFL students in Japan work on projects with Japanese as a Foreign Language (JFL) students in the U.S and Australia. This type of exchange
could, of course, be used in the respective countries with Korean or Chinese as a
Foreign Language students too. As with SLVE, DLVE has both benefits and
limitations, which will also be discussed.
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This research proposal aims to empower the voices of 10th grade students at Consolata Bilingual School in Bucaramanga, Colombia through integrating genre pedagogy principles and youth participatory action research (YPAR) workshops into their argumentative writing curriculum. The problem is that young voices are not visible in their community and students have low interest in argumentative writing skills. The main objective is to strengthen students' argumentative writing voices through workshops over 3 cycles that teach genre principles and guide students through the YPAR process of identifying issues, designing research, analyzing data, and advocating for change. Data collection methods include interviews, observations, and analyzing students' written work. The proposal outlines the literature review, methodology, workshop timeline
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
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1. “Working with Business” 11th April 2018
Dr Nicola Galloway, Ruby Rennie, Sihan Zhou
1
University/Industry collaboration:
Digital Game-Based Language Learning for
Young Learners in China
Knowledge Transfer Partnership (KTP). Innovate UK
2. Outline of presentation
1. Starting a KTP project
2. Overview of our project
3. Academic partners – organization and benefits
4. Issues to overcome
4. Lessons learned
2
4. HEIs operating in a changing
environment - encouraging
business/industry engagement
Call for increased uptake of KTPs
Industrial Strategy
•new incentives to collaborate and
engage with business/industry KE
Global Englishes Language Teaching (GELT)
(Galloway, 2011, 2013, 2017; Galloway and
Rose, 2015; Rose and Galloway, 2018).
•English Medium Instruction (Galloway et al,
2017)
•encourage a publisher to dare to be
different?” (McGrath, 2013, p. 198).
Work with industry, not academics
Increase research income
Opportunities to enhance the student
experience
Research dissemination
• evidence that research has
demonstrable impact
• Commericial products
• Publications
• Conferences
Knowledge
Exchange
4
7. 7
Academic expertise and input
Tornado Curriculum: Curriculum design perspective
•Needs Analysis/Goals/Objectives/Syllabus/Methodology/Assessment/Evaluation
•Recent trends & developments, importance of goals & objectives based on needs analysis…
• Tornado games: Digital education; Game-based learning
• Informing company of usefulness of task-based approach, learner autonomy/learner agency
• Understanding methodology and progress in language learning (not only grammar and
vocabulary)
• Creating accessible learning by design - Cognitive theory of multimedia learning (Mayer, 2001)
Tornado bilingual animation: Global Englishes
•Informing company of recent trends -multilingualism/movement away from 'native' speaker
model/Global Englishes Language Teaching (GELT)
Research Methods
•Enabling the company to conduct effective needs analysis, pilot study and product testing.
•6 primary schools in Harbin, China
- English Curriculum Standards for Compulsory Education in China (Ministry of Education, 2001)
- Cambridge English young learners-Handbook for teachers (Cambridge English Language
Assessment, 2016)
- Longman welcome to English (Dallas & Pelham, 2009)
8. 8
◆ 3rd largest B2B education resource supplier
◆ Team:
- Shanghai: Base, marketing team (10)
- Hangzhou: Tech team (24)
- Nanchang: Curriculum development (7)
◆ Online Teachers: 100+
Early Birds
New opportunities
9. Knowledge Transfer Partnership (KTP) –
About us
• Nosebleed Interactive
• Top 50 creative companies by Creative
England.
• PlayStation Mobile Pioneers
• Newcastle Business Awards - best small to
medium business.
• Support from UK Games Fund.
• Jon Karlsen – China
• Sihan Zhour - KTP Associate
• Writing (8) & Animation team
Company
•Nicola & Ruby (MSc Teaching English to
Speakers of Other Languages (TESOL) – largest
in The UK, Chinese cohort, East Asia,
Curriculum Coordination)
•Global Englishes (Galloway and Rose, 2015;
Galloway, 2017a, Rose and Galloway, 2018)
•Stakeholders' attitudes (Learners, teachers,
parents) (Galloway, 2013, Galloway, 2017a)
•Materials (Galloway, 2017b)
•Curriculum Innovation (Rose and Galloway,
2018)
•English Medium Instruction (Galloway et al,
2017)
•Digital Education (University of Edinburgh
Centre for Digital Research).
University
Possible new partner Company –
Early Bird
• courses/online platform/summer camp
• Chinese team – 24 technicians, 7 research
staff
• 10 marketing/sales
• Online teachers – 60+
上海海旭
博
教育科技有限公司
Shanghai Xu Bo EducationTechnology Ltd.Co
b
11. 11
Initial Project Timeline
Stage 1
• Dec'16 - Jan'17
• Needs analysis & Lit review
Stage 2
• Feb' 17-May'17
• Initial design & needs analysis
Stage 3
• Jun'17-Sep'17
• Revision of product
design
Stage 4
• Oct'17-Feb'18
• 2nd pilot
• Dissemination
Stage 5
• Mar'18-May'18
• Product commercialisation
• Dissemination & Review
Prior to start:
• Extensive planning (with support from KE)
• Job advert; interview; appointment of Associate
• Innovate UK procedures and training
12. As academics in
ELT/TESOL – global industry
Globalisation of English
•Growing literature on the need for change (Alsagoff et al (Ed),
2012; Bowles and Cogo, 2015; Brown and McKay, 2016;
Dogancay-Aktuna and Hardman (Eds.), 2008; Galloway,
2017b;Galloway and Rose, 2015; McKay, 2002; Matsuda (Ed.),
2012, 2017; Rose and Galloway, 2018; Sharifian, 2009)
•“For many teachers the course book is the curriculum”
(Macalister, 2016, p. 41).
•Barrier to Global Englishes Language Teaching (GELT) (
Galloway, 2011, 20117; Galloway and Rose, 2015; Rose and
Galloway, 2015)
Digital game-based learning
• Understanding integration in the
language learning process.
• Commercial views of how languages are
learned
• Rise in “gaming” as learning
• Possibility of making learning more
accessible
Young learners in China
• Commercial potential
• Uneven distribution of English resources (Zhang,
2012)
• Policy support for digital education (Ren & Zhao,
2010)
• Competitor analysis
12
Academic contribution
13. 13
KTP dissertation projects & assignment case studies aim to “embed graduate attributes
and employability” in curricula and prepare students to compete globally (Strategic Plan
2012-16).
Innovative course development and enhanced quality of teaching - embedded case study
and encouraging external engagement.
Responds to College’s aim to provide students with ways to enhance their ‘development
through learning in partnership with both peers and experts’ and ‘develop ways of linking
Knowledge Exchange and learning/Teaching”.
(http://www.blogs.hss.ed.ac.uk/dgbl-yl)
Teaching & enhancing the
student experience
15. 15
Issues
Theory / content /
curriculum / learning
goals
Research interests
Quick results for
business
development
Academic interests Business interests
Need to test market
immediately
Products: conference
presentations,
awards, publications
Products: market,
future development
19. 19
References
Alexander, G. L., Alexander, J., & Kingsbury, R. (2008). Junior New Concept English. Beijing: Foreign
language teaching and research publishing company.
Alsagoff, L., Mckay, S. L., Hu, G., & Renandya, W. A. (2012). Principles and practices for teaching English as
an international language. London: Routledge.
Bowles, H. and Cogo, A (eds.) (2015). International Perspectives on English as a Lingua Franca:
pedagogical insights. Basingstoke: Palgrave Macmillan.
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon:
Multilingual Matters.
Byram, M., Gribkova, B., & Starkey, H. (2003). Developing the intercultural dimension in language
teaching: A practical introduction for teachers. Strasbourg: Council of Europe.
Cambridge English Language Assessment. (2016). Cambridge English young learners-Handbook for
teachers. Cambridge: Cambridge University Press. Retrieved from
http://www.cambridgeenglish.org/images/153612-yle-handbook-for-teachers.pdf
Chik, A. (2014). Digital gaming and language learning: Autonomy and community. Language Learning &
Technology 18(2), 85–100.
Chinese Ministry of Education. (2011). English Curriculum Standards for Compulsory Education in China.
Retrieved from http://www.being.org.cn/ncs/2011/义务教育英语课程标准2011年版.pdf
Cameron, Lynne (2001), Teaching Languages to Young Learners, Cambridge: Cambridge University
Press.
Csíkszentmihályi, M. (1996). Flow and the psychology of discovery and invention. New Yprk:
Harper Collins. Chicago
Dallas, D., & Pelham, L. (2009). Longman welcome to English. Hong Kong: Longman Hong Kong Education.
Davis, F. D. (1985). A technology acceptance model for testing new end-user information systems: Theory
and results. Ph.D. dissertation, Massachusetts Institute of Technology.
Davis, F. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information
Technology. MIS Quarterly, 13(3), p.319.
20. 20
Cenoz, J., & Gorter, D. (2015). Towards a holistic approach in the study of multilingual education. In J.
Cenoz & D. Gorter (Eds.), Multilingual education: between
language learning and translanguaging (pp. 2-15). Cambridge: Cambridge University Press
deHaan, J. (2005). Acquisition of Japanese as a Foreign Language Through a Baseball Video Game.
Foreign Language Annals, 38(2), pp.278-282.
Dogancay-Aktuna, S., & Hardman, J. (2008). Global English teaching and teacher education: Praxis &
possibility. Alexandria, VA: Teachers of English to Speakers of Other Languages.
García, O., & Li, W. (2014). Translanguaging: Language, bilingualism and education.
García, O., & Sylvan, C. (2011). Pedagogies and practices in multilingual classrooms: singularities and
pluralities. The Modern Language Journal, 95(3), 385-400.
Galloway, N. (2013). Global Englishes and English Language Teaching (ELT) – Bridging the gap between
theory and practice in a Japanese context. System, 41 (3), 786-803.
Galloway, N. (2017b). ELF and ELT teaching materials. In W. Baker, M. Dewey & J. Jenkins (Ed). Routledge
Handbook of English as a Lingua Franca. Routledge.
Galloway, N. and Rose, H. (2017). Introducing Global Englishes. Abingdon, Routledge. (200 pages
approx.)
Galloway, N., Kriukow, J and Numajiri, T (2017). Internationalisation. higher education and the growing
demand for English: an investigation into the English medium of instruction (EMI) movement in China and
Japan. The British Council. https://www.teachingenglish.org.uk/article/internationalisation-higher-
education-growing-demand-english-investigation-english-medium
Garcia, O., & Sylvan, C. E. (2011). Pedagogies and Practices in Multilingual Classrooms:
Singularities in Pluralities. The Modern Language Journal, 95(3), 385-400. doi:10.1111/j.1540-
4781.2011.01208.x
21. 21
Mayer, R.E. (2001), Multimedia Learning. New York: Cambridge University Press.
McKay, S. L. (2002). Teaching English as an international language: Rethinking goals and approaches. Oxford:
Oxford University Press.
Matsuda, A. (2012). Teaching Materials in EIL. In L. Alsagoff, S. L. Mckay, G. Hu, & W. A. Renandya (Eds.),
Principles and Practices for Teaching English as an International Language. RoutledgeNeville, D. (2009) "In the
Classroom: Digital Game-based Learning in Second Language Acquisition”, The Language Educator, 4 (6), pp.
47-51.
Pinter, A. (2015). Task-based learning with children. In J. Bland (Ed.), Teaching English to young learners (pp.
114-127). Bloomsbury.
Ren, H. F. And Zhao J., 2010. “Analysis of the Current Research on Mobile learning abroad and in China”,
Journal of Adult Education, no.1, pp.95-96.
Rennie, R., Galloway., N and Zhou, S (preparing for submission). Game-based learning in China: what do they
parents think? Computer Assisted Language Learning (CALL).
Rose, H. and Galloway, N. (2018). Global Englishes for Language Teaching. Cambridge University Press. (135
pages approx)
Samuda, V., & Bygate, M. (2009). Tasks in second language learning. Basingstoke: Palgrave Macmillan.
Sharifian, F. (Ed.). (2009). English as an international language: perspectives and pedagogical issues. Bristol:
Multilingual Matters.
Sykes, M., Reinhardt, J., & Thorne, S. (2010). Multiuser Digital Games as Sites for Research and Practice. In
Hult, F. M. (Ed). Directions and prospects for educational linguistics. Dordrecht: Springer.
Schmid, E.C., & Whyte, S. (2016). Teacher young learners with technology. In Bland, J. (Eds) Teaching english
to young learners: Critical issues in language teaching with 3-12 year olds. London: Bloomsbury Academic.
Sykes, M., Reinhardt, J., & Thorne, S. (2010). Multiuser Digital Games as Sites for Research and Practice. In
Hult, F. M. (Ed). Directions and prospects for educational linguistics. Dordrecht: Springer.
Zhang. D, 2012. “Chinese Primary School English Curriculum Reform” in J. Ruan & C. Leung (Eds.) Perspectives
on Teaching and Learning English Literacy in China (pp. 1-17). Springer Netherlands.
Willis, D., & Willis, J. (2007). Doing task-based teaching. Oxford: Oxford University Press.
Editor's Notes
Nicola introduction 2 minutes
Introduce title; people on the project
Nicola
Introduction – Nicola 2 minutes
Starting a KTP project - Explanation of the KTP project and how KTP works in general – Nicola 3 minutes
Outline/overview of our particular project – Sihan 5 minutes
Benefits to academic partners – Ruby 5 minutes
Some issues we had to overcome – Ruby 2 minutes
‘lessons learned’ or surprises encountered in working with a business - anything you didn’t anticipate – Nicola 3 minutes
Nicola – section 1
3 minutes
Nicola
UK HEIs are operating in a changing environment, one in which increasing engagement with business/industry is a priority.
There is a lot of encouragement at present to collaborate and form partnerships with business/industry, across disciplines, schools and colleges in Scotland, the UK and internationally. And to do this there are many new strategies being developed.
The aim is to create a new culture of engagement with business/industry, generate research income and create new opportunities to enhance the student experience.
I was approached by ERI to apply for a KTP (the first in CHSS) to respond to a request from a software developer keen to develop an online educational platform to host video and games to teach children English in China.
A KTP aims to facilitate the transfer of knowledge, technology and skills to which the company has no access – funded by Innovate UK - Government-funded programme which encourages business in the UK and academics to work together - the College’s RKE Action Plan (2.4.3) called for increased uptake of KTPs
was attractive to me for a number of reasons:
it gave me an opportunity to share my expertise to develop something outside of academia. Also a lot of focus on KE at present and the need to work with different stakeholders has also been something central to my research, which focuses on the need to change TESOL to reflect ELF use – materials have been identified as a major barrier.
Provided a chance to evidence that my research has demonstrable impact. The KTP provided the opportunity to inform and ‘encourage a publisher to dare ……’
It also provided a means for research dissemination through not only publications and conferences but also through commercial products, which was quite exciting
I was also interested in having the chance to work with others, get a little bit money, and I also saw benefits for my students, which Ruby will talk about later…..
Sihan
5 minutes
Sihan
2min
The KTP starts with the quest for building an innovative story and game-based English teaching platform for young learners. This quest is in concordance with the trend of development of language teaching from a synthetic and grammar-lexical based approach towards a more analytical, process-oriented and situated approach. If we look at the evolution of language teaching from the start of 20th century till today, we can easily notice the shift from a behaviorist paradigm towards a more communicative model and particularly, the perspective of global Englishes that emphasise English use in authentic situations. So in line with this trend in language teaching, our project hopes to develop a narrative-based platform, consisting of bilingual animation and digital games, that make learning happens in a natural way.
3 min
The design of Tornado English is in general informed by curriculum design research and starts with the needs analysis of digital teaching platforms in China and on the business side, the market analysis— so basically, what are possible distribution channels for the product. Based on the initial analysis, the team decided to work through a government collaboration and to market the product to public schools in China. This marketing strategy has greatly affected the design of curriculum and syllabus Tornado English, primarily in concordance to English curriculum Standards for compulsory education in China (Ministry of Education, 2001), and brought in other popular curriculum in China.
Bilingual animation and digital games are the main methodology for delivering the teaching objectives and goals. We synthesised linguistic knowledge as well as other objectives such as communicative strategies and intercultural awareness aspects for each teaching session and tried to present them in a series of animation episodes first. Our animation is in large based on research on bilingualism and global Englishes, where a Chinese boy Dodo, a British girl Millie and a multilingual Italian rabbit Oliver engage in a series of fun adventures. Characters need to use diverse communicative strategies and translanguaging strategies for getting their meaning cross.
The design of the digital games hopes to strengthen the linguistic knowledge already presented in animation by engaging learners in fun and compulsive games, while also fostering learner autonomy. The design is based on research on game-based learning and multimedia cognitive model which also considers the accessibility of learning.
In May 2017, we carried out a pilot on the Beta version of Tornado English platform in 6 primary schools in Harbin, China. This pilot was in collaboration with the MSc TESOL programme and 8 student researchers obtained data from the pilot for their dissertation projects. The data were also used to revise the platform.
In Nov 2017, Tornado English was introduced to Early Birds, held by Xubo Edu-Tech Ltd in Shanghai, the 3rd largest B2B online English education supplier in China. Now we are co-developing a new curriculum that integrates the animation and games with the extant Early Birds curriculum, and will be delivered in a form of blended learning to 200 institutions by October this year.
Sihan
As part of the KTP, we hired an Associate. The job was advertised and we interviewed… Sihan is a graduate….. She is based in the company, but we supervise every 2 weeks and she organizes monthly project meetings.
Recently, the company have also been in negotiations with……
Early Bird –- use of Tornado English products, Picture book lessons, Topic-based online teaching lessons, Task-based online teaching output lessons
The academic team includes myself and Ruby…..
Ruby section 3
5 minutes
Ruby
We were given 18 months to work on the project and the project will end in May 2018.
Before starting we spent several months detailing the plans, working out the academic contribution, and also advertising and then interviewing for an Associate.
Before the beginning of the project, we developed an extensive time plan, which began with a detailed needs analysis, competitor analysis, lists of topic areas for the Associate to read
We attended meetings with various staff from KE office and the Company; also did training with Innovate UK – discovered that many of the projects are either engineering/science or medicine and “language learning” was very different
The company plan changed shortly after the start of the project and some aspects of the project were initiated much quicker than expected.
We (the academic partners) aimed to provide the company with ‘expertise’ in a number of different areas, topics that were discussed in our initial meetings with the company and also in our KTP application.
Ruby
English is the world’s global language – the world’s lingua franca. No matter where you travel, English is often heard in daily use – become part of the daily lives of many people from diverse linguistic and cultural backgrounds – also true in countries where it is not an official language.
Learning this global language brings a number of benefits to speakers around the world. As Jay Walker sums up…. We have an English mania… he notes 2 billion speakers learning English today - figures are hard to estimate,
ELT is a multi-billion pound industry The company were keen to capitalise on this, particularly since the majority of learners in China. Their competitor analysis showed that…they also found an unequal distribution of resources ( all on eastern coast - keen to provide to mid-west China) and were also attracted to the large numbers of young learners in China using online English language learning apps
For me, this was an opportunity to help instigate the paradigm shift away from the focus on NATIVE English – something that has been rapidly gathering momentum in the literature.
Types of online English teaching platforms in China (IResearch,2017)
• Online tutoring
• Online classes
• Content-based platforms
With a collection of resources from external providers
With original content
• digital English education is not something new – the first distance-learning course started in 1996; online learning often created by business not taking into account what we know about how people learn languages
• a growing market and huge potential with increasing use of Internet and digital devices e.g. mobile phones, computers and tablets
Potential for mobile learning – short, flexible
Potential for more accessibility options
• three types of platforms – the third one being most central to digital education: digital education is not to digitalise the classroom teaching, but to consider various types of digital presentation forms and then design the most appropriate content accordingly. Ultimate goal: to make learning interactive and engaging.
Ruby
KTP dissertation projects & assignment case studies aim to “embed graduate attributes and employability” in curricula and prepare students to compete globally (Strategic Plan 2012-16)).
Lead the development, application & maintenance of academic standards through innovative course development to ensure the MSc TESOL reflects developments on comparative programmes and meets the needs of those preparing to teach in multilingual contexts. Led on the introduction of the Global Englishes for language Teaching course, English Medium Instruction (EMI) real-life case studies, presentation assessment rubrics, & formative feedback poster conferences. Collaborated with R.Rennie to design Knowledge Transfer partnership (KTP) group dissertation projects, & lead on embedding case studies in course assignments. Enhanced the quality of teaching through developing materials for Research Methods courses,
responds to the College’s aim to provide students with ways to enhance their ‘development through learning in partnership with both peers and experts’ and ‘develop ways of linking Knowledge Exchange and learning/Teaching”. Embedding the KTP into the programme enhances graduate attributes by encouraging external engagement.
Courses brought to life and made cutting-edge with real-life assignment case studies (KTP project).
Ruby
2 minutes
Ruby
We had to work through different kinds of emphasis, and the Associate (Sihan) had to work with both sides to maintain dialogue and progress the project.
On the academic side, we wanted to take time to consider
The ways the learning pathways and content areas tied into ultimate goals and learning outcomes – explore the theory and previous research before moving into the development
How the development of the project added to our knowledge and research interests (Nicola – Global Englishes; Ruby – digital learning, young learners, accessibility)
What we wanted to achieve by the end of the project (or shortly afterwards) – in the academic world working to a deadline
On the business side,
the goals and outcomes were often more short-term, and results had to be seen quicker
Whereas we would have liked to have taken time to develop ideas, the business had to find out if the market would take the product (hence the need to have the Harbin pilot earlier than we had anticipated – the company had to take the opportunity when it came up)
Paradoxically, the long-term goals of the business are tied into future business developments and don’t have a “submission deadline”
Nicola
2 minutes
Nicola
Dates in diary sooner rather than later, but need to be flexible as business organisation can change
Set up suitable method for communication (university systems often only work well within the university)
Before the project starts get administrative support sorted fully (including how often funds flow to academics)
Time allocated for the project not really enough to be able to do the academic further development side e.g. publications done outside allocate KTP time (but in research time) – not an issue but has to be recognised
Conclusion
- As an academic, generating new knowledge is key, but industry collaboration allows for this to be turned into new products and services
- but transferring the results of research into commercial products is a complex process involving many actors.
- need to ensure that researchers and industry work closely together - something I have argued for in the field of Global Englishes – this will help maximise the social and economic benefits of new ideas.
In addition to complexities above, working with industry has highlighted the consequences of industry collaboration, how it influences knowledge sharing and ‘barriers’ to reaching sharing of ideas – can only inform so far?